Résumés
Abstract
This study inquires into teachers’ self-identified comfort in teaching about and preventing sexual violence. A Likert-scale survey was used to collect data from 105 secondary teachers from one public school board in Ontario. Findings suggest that participants tend to be more comfortable with teaching about consent and respectful relationships than gender-based and sexual violence, and more comfortable with intervening in more overt and culturally recognizable sexual violence incidents than those that are subtle. Participants overwhelmingly poorly rated the quality of sexual violence education received both pre-service and in-service. Level of comfort, job insecurity, and level of knowledge were all frequently rated as moderate to extreme barriers to teaching about sexual violence. Implications for sexual violence prevention education are discussed.
Keywords:
- secondary education,
- teachers,
- sex education,
- sexual violence prevention,
- teacher education
Résumé
Cette étude examine le degré d’aisance que les enseignants déclarent ressentir lorsqu’ils enseignent et préviennent la violence sexuelle. Un sondage a été employé pour recueillir des données auprès de 105 enseignants du secondaire provenant d’une commission scolaire publique en Ontario. Les résultats suggèrent que les participants se sentent généralement plus à l’aise d’enseigner le consentement et les relations respectueuses que la violence fondée sur le genre et la violence sexuelle, et qu’ils sont plus à l’aise d’intervenir dans des incidents de violence sexuelle manifestes et culturellement reconnaissables que dans ceux qui sont subtils. Le niveau d’aisance, l’insécurité d’emploi et le niveau de connaissances ont tous été fréquemment évalués comme des obstacles modérés à extrêmes à l’enseignement sur la violence sexuelle.
Mots-clés :
- éducation secondaire,
- enseignants,
- éducation sexuelle,
- prévention de la violence sexuelle,
- formation des enseignants
Parties annexes
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